Linköping Studies in Arts and Science •
251Linköping Studies in Arts and Science •
251Katarina Eriksson
Life and Fiction On intertextuality in pupils’ b ooktalk
2002 Katarina Eriksson
Life and Fiction
On intertextuality in pupils’ booktalk
2002
Katarina Eriksson: Life and Fiction
The Department of Child Studies, Linköping University, SE-581 83 Linköping, Sweden
© Katarina Eriksson and the Department of Child Studies 2002
First Edition.
Graphic Design & Layout: Katarina Eriksson Photo: Peter Jonsson
Cover: Jonas Larsson
Composition: Monika Thörnell Print: UniTryck, Linköping, 2002
ISBN 91-7373-299-0
Linköping Studies in Arts and Science
In the Faculty of Arts and Sciences at Linköping University research is pursued and research training given within seven broad problem areas known as themes, in Swedish tema. These are: Child Studies, Gender Studies, Health and Society, Communication Studies, Culture Studies, Technology and Social Change and Water and Environmental Studies. Each tema publishes its own series of scientific reports, but they also publish jointly the series Linköping Studies in Arts and Science.
ISSN 0282-9800
Katarina Eriksson: Life and Fiction
The Department of Child Studies, Linköping University,
SE-581 83 Linköping, Sweden
© Katarina Eriksson and the Department of Child Studies 2002
First Edition. Graphic Design & Layout: Katarina Eriksson
Photo: Peter Jonsson Cover: Jonas Larsson Composition: Monika Thörnell
Print: UniTryck, Linköping, 2002
ISBN 91-7373-299-0
Linköping Studies in Arts and Science
In the Faculty of Arts and Sciences at Linköping University research is pursued and research training given within seven broad problem areas known as
themes, in Swedish tema. These are: Child Studies, Gender Studies, Health
and Society, Communication Studies, Culture Studies, T echnology and Social
Change and Water and Envir onmental Studies. Each tema publishes its own series of scientific reports, but they also publish jointly the series Linköping
Studies in Arts and Science.
ISSN 0282-9800
In memory of my grandfather Johan Eriksson
In memory of my grandfather Johan Eriksson
CO NTEN
TS
ACKNO WL
EDG EM EN TS
….…………...…………...
11
1
INT RODUC
TION
...…..………...……...
15
OV ERVI EW OF THE THE ...………...……... SIS
17
2
CHILDREN’S LITERA TURE AND READER RESPONSES
...
19
DISCU RSI VE PSY CHOL OG ...………...……... Y
19
THE OR Y ON CHIL DRE
’
N S LITER ATU ...………...……... RE20
Relation to adult literature
• 21 Children’
s literature in the popular
circuit
• 22 The childist perspective
• 23 Ghettoisation
• 25
Children’s literature as an imperialistic activity
• 25 Research on
children and literature in Sweden
• 26
FROM THE TEXT TO THE READ ...…..…………...…...…... ER
27
THE READ ER IN THE ...…..………... TEXT
31
LITER AR Y CO NTRACT ...…..………...……... S
34
IN TE RP RETIVE CO MMUNIT ...…..………...…..…... Y
37
(
AGE STA)
GE AND READ IN ...…...…...……... G37
CLA ...…..……....…...……... SS
40
GE ND ...…..………...…... ER
41
THE IN DIVI DU AL READ
:
ER THE READ’
ER S ... MIND42
PROB LE M FOR MU LA TIO ...…..………...……... N
44
3
SETTI NG AND M ETHO
D
...………....…...
46
SETTI ...………... NG
46
The school 46
•
PARTI CIP ...……... ANTS
48
Pupils
• 48 Pedagogues
• 48
CHAM BE
’
R S BOOK TA LK METH ...………... OD49
BOOK CLU B RO UTIN ES AT THE VALLEY SC .…………... HOOL
50
REC ORD ED BOO K CLU B EVENT ...………... S
54
REC ORD IN ...………... GS
54
CONTENTS
ACKNOWLEDGEMENTS
….…………...…………... 111 INTRODUCTION
...…..………...……... 15OVERVIEW OF THE THESIS...………...……... 17
2 CHILDREN’S LITERATURE AND READER RESPONSES
...19DISCURSIVE PSYCHOLOGY...………...……...19
THEORYONCHILDREN
’
SLITERATURE...………...……... 20Relation to adult literature 21• Children’s literature in the popular circuit 22• The childist perspective 23• Ghettoisation 25• Children’s literature as an imperialistic activity 25•Research on children and literature in Sweden 26• FROMTHETEXTTOTHEREADER...…..…………...…...…... 27
THE READER IN THE TEXT...…..………... 31
LITERARY CONTRACTS...…..………...……... 34
INTERPRETIVE COMMUNITY...…..………...…..…... 37
AGE
(
STAGE)
AND READING...…...…...……... 37CLASS ...…..……....…...……... 40
G EN DE R...…..………...…... 41
THEINDIVIDUALREADER
:
THEREADER’
SMIND... 42PROBLEM FORM ULATION...…..………...……... 44
3 SETTING AND METHOD
...………....…... 46SETTING...………... 46
The school 46• PARTICI PANTS...……... 48
Pupils 48 • Pedagogues 48• CHAMBER
’
S BOOKTALK M ETHOD...………... 49BOOKCLUBROUTINESATTHEVALLEYSCHOOL.…………... 50
RECORDED BOOK CLUB EVENTS...………... 54
RECORDI NGS...………... 54
Transcription conventions 56•
ETHICAL CONSIDERATIONS ...…..………...……... 57
ON
“
NATURAL”
DATA...…..………...……... 58ANALYTICAL PROCEDURE...…..………...……... 59
4 BOOKS TO PROMOTE READING A presentation of
8narratives
...…...……... 64INTRODUCTION
:
PROBLEMFORMULATION ...…...………...…... 64NARRATIVE ANALYSIS ...…..………...……... 67
SETTING...…..………...……... 68
POINT OF VIEW...…..………...……... 70
CHARACTERS...…..………...……... 70
PLOT...…..………...……... 73
FICTION AND LIFE ...…..…………...……... 75
The absent father 76•
5 BOOKTALK DILEMMAS Teachers’ organisation of pupils’ reading
...…..………... 78BOOKTALKPRACTICESANDMOTHER
-
TONGUE...……... 79BOOKTALKASANAPPROACHTOREADING...…………... 79
DISCURSIVEPSYCHOLOGYANDDILEMMAS...…..………... 80
BOOKTALK DILEMMAS ...…..………...……... 81
METHOD ...…..………...……... 82
Setting and participants 82•Recordings 82•Book club routines 83• Transcriptions 86•Translation 86•Using discourse analysis for analysis 86•Coding of dilemmas 87• CHILDREN
’
SCALENDARSVERSUSREADINGFORPLEASURE.…... 88READINGASASYNCHRONISEDACTIVITYANDREADING FOR PLEASURE ... 93
OTHERSCHOOLPROJECTSVERSUSREADINGPROJECTS...…...96 Vocabulary lessons and reading for pleasure 96•Reading aloud and reading for pleasure 99•
TRANS CR IP TIO N AND TRANS LA TIO ...………...…..…... N
56
Transcription conventions
• 56
ETHIC AL CO NSID ER AT IO ...…..………...……... NS
57
“
ON NATU”
RAL ...…..………...……... DATA58
ANAL Y TIC AL PROCE DU ...…..………...……... RE
59
4
BOOK S T O PR OMOTE
RE ADI NG
A presentation of narratives
8 ...…...……...64
IN TR ODUC
:
TION PROB LE M FOR MU LA TION ...…...………...…...
64
NARR ATIVE ANAL Y
...…..………...……... SIS
67
SETTI ...…..………...……... NG
68
POIN T OF ...…..………...……... VIEW
70
CHARA CT ER ...…..………...……... S
70
PLO ...…..………...……... T
73
FICT IO N AND LIF ...…..…………...……... E
75
The absent father
• 76
5
BOOK TAL K DI LE MM AS
Teac hers’ organisation of pupils’ reading
...…..………... 78
BO OK TALK PRA CT ICES AND MOT HE
-
R TON GU ...……... E79
BO OK TALK AS AN APP RO AC H TO READ IN ...…………... G
79
DIS CU RS IVE PSY CHOL OG Y AND DIL EM MA ...…..………... S
80
BO OK TALK DIL EM MA ...…..………...……... S
81
METH ...…..………...……... OD
82
Setting and participants
• 82 Recordings
• 82 Book club routines
• 83
Transcriptions
• 86 Translation
• 86 Using discourse analysis for
analysis
• 86 Coding of dilemmas
• 87
CHIL DRE
’
N S CALE ND AR S VER SU S READ IN G FOR PLEAS UR .…... E88
READ IN G AS A SYN CH RO NIS ED AC TIVITY AND READ IN G
FOR PLEA SU ... RE
93
OTH ER SC HOOL PRO JE CT S VER SU S READ IN G PRO JEC ...…... TS
96
Vocabulary lessons and r eading for pleasure
• 96 Reading aloud and
reading for pleasure
• 99
CO NCL UD ING DIS CUS SIO ...……...…... N
102
AC KN OW LE DG EMENT ...……….….…... S
103
REF ERE NC ...……….…... ES
104
APP EN DIX SWE DIS H OR IG INAL ...………... S
105
6
BE YO ND STE RE OTYP ES?
Talking ab out gender in school b
ooktalk
...
112
IN TR ODU CT
:
ION CHIL DRE’
N S LITER ATU RE AND GENDER …...113
METH ...…..………... OD
115
Book club routines at the Valley school
• 116 Recordings and
transcriptions
• 117 Coding and analysis
• 117
MALE NARR AT OR AS IMPL IC IT NOR
?
M ...………....……...118
FIC TIVE CHARA CT ER S AS ID ...………...………….... EALS
120
Looking up to a fictive character 120 Is he a sweet guy? • 122
•
To be like Anna or to be like the cat?
124
•
GENDER ST ER EOT YP ES AND ID EAL PAR EN ………... TS
126
Mummy and her “little guy”
• 127 Not a typical mum
• 131
SU MMAR ... Y
134
REFERENCES
...…...
137
APP EN DIX SWE DIS H OR IG INAL ...………... S
140
7
REAL IS M AND I NTERTE XTU AL ITY IN SC HO OL
BOOK TA LK
...
148
INT ROD UC TIO ... N
149
SETTI NG AND METH
...……….………...154 OD Booktalk procedures • 154 Recordings, transcriptions, and
coding • 156
IN TE RTEXTU ALITY ...………..……...
157
LIF ELI KE EVENT S
“
AS”
REAL ...……….…….….158
LITERAL EVENT S
“
AS”
REAL .………..………..……...163
PE RS ONAL EVEN TS
“
AS”
REAL ...………...167
DIS CUS SIO
...……….…...17 N
5
REF ERE NC ...…….………... ES
178
APP EN DIX SWE DIS H OR IG INAL ...…………... S
181
CONCLUDING DISCUSSION ...……...…... 102
ACKNOWLEDGEMENTS ...……….….…...103
RE FE RE NCES ...……….…...104
APPENDIX SWEDISHORIGINALS...………... 105
6 BEYOND STEREOTYPES? Talking about gender in school booktalk
... 112INTRODUCTION
:
CHILDREN’
SLITERATUREANDGENDER …...113M ETHOD ...…..………...115
Book club routines at the Valley school 116•Recordings and transcriptions 117•Coding and analysis 117• MALE NARRATORAS IM PLICITNORM
?
...………....……...118FICTIVE CHARACTERSASIDEALS...………...………….... 120
Looking up to a fictive character 120• Is he a sweet guy? 122• To be like Anna or to be like the cat? 124• GENDERSTEREOTYPESANDIDEALPARENTS ………...126
Mummy and her “little guy” 127• Not a typical mum 131• SUM MARY ...
134
REFERENCES
...…...
137
APPENDIX SWEDISH ORIGINALS ...………...
140
7 REALISM AND INTERTEXTUALITY IN SCHOOL BOOKTALK
... 148INTRODUCTION ... 149
SETTINGANDMETHOD ...……….………... 154
Booktalk procedures 154 •Recordings, transcriptions, and coding 156 • INTERTEXTUALITY ...………..……...157
LIFELIKEEVENTS AS
“
REAL”
...……….…….….158LITERALEVENTSAS
“
REAL”
.………..………..……...163PERSONAL EVENTSAS
“
REAL”
...………...167DISCUSSION...……….…... 175
RE FE RE NCES...…….………...178
APPENDIX SWEDISH ORIGINALS ...…………...181
8 CONCLUDING DISCUSSION
...189REFERENCES
...192APPENDIXAPROPOSALOFWORKPLAN
FOR ACTIVITIES IN THE LIBRARY ...206
APPENDIXBINFORMATIONLETTERTOTHEPUPILS
’
PARENTS ...207APPENDIXCINFORMATIONSHEETABOUTTHEBOOKCLUB ...208
8
CONC LU DING DISCU
SSION
... 189
REF ERE NC ES
... 192
APP EN DIX A PROPOS AL OF WOR K PLAN
FOR AC TIVITIE S IN THE LIB ... RARY
206
APP EN DIX B INF OR MA TION LETTER
TO THE PUPI
’
LS PAR EN ... TS207
APP EN DIX C INFO RM AT IO N SHE ET ABO UT THE BOOK CLU ... B
208
11
Acknowledgements
In June , I happily transformed the house-warming party for
1996my brand new, first-hand lease apartment in Stockholm into a farewell party , since I had just received a letter of admission to the
PhD program at tema Barn (the Department of Child Studies) in
Linköping.
During my first year at the department, Bengt Sandin socialised
me into the child perspective and the tema Barn ambiance. Gunilla
Halldén’s inspiring course became very important for my selection of a research path. In her capacity as then head of department,
Gunilla forced me to decide upon a subject for my thesis in spring
, an act for which I am very grateful.
1998 1998In , Jonathan Potter gave a series of workshops on discur-
sive psychology at tema Barn. His crystal clear and engaging les-
sons have had an enormous impact on my research.
In summer , my then roommate Anna Sparrman and I
1998began a collaboration that later became a project, led by Karin
Aronsson.
Anna has provided invaluable support throughout my
*thesis writing; always helpful, she has shared my theoretical development, my enthusiasm over findings, and my pain during
“writer’s blocks”. Mor eover, Anna and I have discussed “the little
life and its big issues”. I greatly appreciate her friendship.
Out on the research field, I came in contact with a real
enthusiast who skilfully and admirably made the V alley School a
place with a remarkably clear book culture. I owe my largest dept
for being able to complete this thesis to Mary , the participating
teachers and pupils who generously let me video-record their
rather private conversations about books.
11
Acknowledgements
In June
1996, I happily transformed the house-warming party for my brand new, first-hand lease apartment in Stockholm into a farewell party, since I had just received a letter of admission to the PhD program at tema Barn (the Department of Child Studies) in Linköping.
During my first year at the department, Bengt Sandin socialised me into the child perspective and the tema Barn ambiance. Gunilla Halldén’s inspiring course became very important for my selection of a research path. In her capacity as then head of department, Gunilla forced me to decide upon a subject for my thesis in spring
1998, an act for which I am very grateful.
In
1998, Jonathan Potter gave a series of workshops on discur- sive psychology at tema Barn. His crystal clear and engaging les- sons have had an enormous impact on my research.
In summer
1998, my then roommate Anna Sparrman and I began a collaboration that later became a project, led by Karin Aronsson.
*Anna has provided invaluable support throughout my thesis writing; always helpful, she has shared my theoretical development, my enthusiasm over findings, and my pain during
“writer’s blocks”. Moreover, Anna and I have discussed “the little life and its big issues”. I greatly appreciate her friendship.
Out on the research field, I came in contact with a real
enthusiast who skilfully and admirably made the Valley School a
place with a remarkably clear book culture. I owe my largest dept
for being able to complete this thesis to Mary, the participating
teachers and pupils who generously let me video-record their
rather private conversations about books.
Once I started writing my thesis, my colleagues had an immense impact on its development through their helpful remarks at seminars, etcetera. I especially want to mention Åsa Aretun, Asta Cecaite, Cecilia Lindgren, Roger Klinth, and Karin Osvaldsson in this connection. Jakob Cromdal, Thomas Dahl, Gisela Eckert, Anne-Li Lindgren, Anna Sparrman, and Karin Zetterqvist Nelson have, moreover, helped me with their insightful comments and arguments at critical stages of the writing process.
Throughout my PhD education at tema Barn, first the people that I began with – Thomas Dahl, Roger Klinth, Maria Simonsson, Anna Sparrman, Michael Tholander –
then the whole PhD student collective have helped me to “endure”
the challenging life as a PhD student. This help has been provided during therapeutic coffee sessions, lively social constructivist debates while eating dinner and many shared laughs over lunch.
I have also had the privilege to learn that Anne-Li Lindgren and Judith Areschoug are fun and considerate friends just to hang around with.
The opponent at my final seminar, Gunnlög Märak, had valu- able criticism of my thesis manuscript that helped me in the final stages of writing.
When I wandered around tema Barn predicting various cata- strophes that would hinder completion of my thesis, my supervisor Karin Aronsson repeatedly showed her confidence in me. And I’m pleased to see she was right! During frequent rereading, Karin has patiently struggled with transforming my cryptic writings into scholarly English. Among other things, she has taught me how to structure a scientific article. Karin’s critical eye always makes me sharpen my arguments. Moreover, I appreciate that I, very respect- fully, have been allowed to arrange my daily schedule to suit my preferences: for example, taking slow starts with caffelatte at the library and hour-long reading sessions at Café Cioccolata.
Concerning transcriptions, library support, computer support, language revision, and proofreading, I wish to thank Elinor Svi-
ˆ
Once I started writing my thesis, my colleagues had an immense impact on its development through their helpful remarks at seminars, etcetera. I especially want to mention Åsa Aretun, Asta Cecaite, Cecilia Lindgren, Roger Klinth, and Karin Osvaldsson in this connection. Jakob Cromdal, Thomas Dahl, Gisela Eckert, Anne-Li Lindgren, Anna Sparrman, and Karin Zetterqvist Nelson
have, moreover, helped me with their insightful comments and arguments at critical stages of the writing process.
Throughout my PhD education at tema Barn, first the people that I began with – Thomas Dahl, Roger Klinth, Maria Simonsson,
Anna Sparrman, Michael Tholander and Marianne W ifvesson –
then the whole PhD student collective have helped me to “endure” the challenging life as a PhD student. This help has been provided during therapeutic coffee sessions, lively social constructivist debates while eating dinner and many shared laughs over lunch. I have also had the privilege to learn that Anne-Li Lindgren and
Judith Areschoug are fun and considerate friends just to hang
around with. The opponent at my final seminar, Gunnlög Märak, had valu-
able criticism of my thesis manuscript that helped me in the final
stages of writing. When I wandered around tema Barn predicting various cata-
strophes that would hinder completion of my thesis, my supervisor Karin Aronsson repeatedly showed her confidence in me. And I’m
pleased to see she was right! During frequent rereading, Karin has
patiently struggled with transforming my cryptic writings into scholarly English. Among other things, she has taught me how to
structur e a scientific article. Karin’s critical eye always makes me
sharpen my arguments. Mor eover, I appreciate that I, very respect-
fully, have been allowed to arrange my daily schedule to suit my preferences: for example, taking slow starts with caffelatte
at the
library and hour-long reading sessions at Café Cioccolata. Concerning transcriptions, library support, computer support,
language revision, and proofreading, I wish to thank Elinor Svi-
ˆ
Acknowledgements 13
•berg, Christina Barge, Rosmarie Malmgård, Magnus Baurén, Ian
Dickson, Linda Schenck, Karen Williams, Gisela Eckert, Car olina
Øverlien, Anna Sparrman, Anne-Li Lindgren and Héctor Barajas.
Peter Jonsson, Jonas Larsson and Monika Thörnell generously used their skills to help me realise my vision of how the thesis
should look.
On a private level, I would like to express my gratitude to
Katarina Tiväng, Ulrika Sundström, Maivor Carlstam and all the other “broads” in Stockholm for their friendship, hospitality , en-
couragement and great times!
My parents Anneli and Örjan Eriksson as well as my siblings
and their partners, Elisabet Eriksson, Ryan Harlin, Mikael Eriks- son and Lisa Elmén have always expressed faith in my abilities and
they have all been very supportive in various ways. Simon and Miguel Barajas have made me think about things other than
research ever y other week, which has been healthy.
Finalmente, mi tesoro lindo Héctor Barajas, muchísimas gra- cias por todo tu amor y tu apoyo (y también por toda la comida
deliciosa con que me consientes!). Bailame feliz!
K.E.
Linköping March
2002The present thesis is part of the project “Kulturreception och socialisation – * Samtalsanalys av kamratsamspel i skolmiljö”, funded by The Bank of Sweden
Tercentenary Foundation , Bank of Sweden Donation (Dnr
- 1999 : 0341 - 01 ). 02
Acknowledgements
•13 berg, Christina Barge, Rosmarie Malmgård, Magnus Baurén, Ian Dickson, Linda Schenck, Karen Williams, Gisela Eckert, Carolina Øverlien, Anna Sparrman, Anne-Li Lindgren and Héctor Barajas.
Peter Jonsson, Jonas Larsson and Monika Thörnell generously used their skills to help me realise my vision of how the thesis should look.
On a private level, I would like to express my gratitude to Katarina Tiväng, Ulrika Sundström, Maivor Carlstam and all the other “broads” in Stockholm for their friendship, hospitality, en- couragement and great times!
My parents Anneli and Örjan Eriksson as well as my siblings and their partners, Elisabet Eriksson, Ryan Harlin, Mikael Eriks- son and Lisa Elmén have always expressed faith in my abilities and they have all been very supportive in various ways. Simon and Miguel Barajas have made me think about things other than research every other week, which has been healthy.
Finalmente, mi tesoro lindo Héctor Barajas, muchísimas gra- cias por todo tu amor y tu apoyo (y también por toda la comida deliciosa con que me consientes!). Bailame feliz!
K.E.
Linköping March
2002* The present thesis is part of the project “Kulturreception och socialisation – Samtalsanalys av kamratsamspel i skolmiljö”, funded by The Bank of Sweden Tercentenary Foundation, Bank of Sweden Donation (Dnr 1999-0341: 01-02).
15
1
IN TR ODUC TION
This was Jo’s favorite refuge; and here she loved to retire with half a dozen russets and a nice book
(Alcott, / 1868 , p. 1994 ) 32
Since childhood, I have spent long hours lying stretched out on my bed reading. In literature, I seek pleasure, entertainment, or com- fort and enlightenment concerning the complexities of life. During my undergraduate major studies in Arts and Humanities, I focused on existential issues in literature, as male/female love poetry in Swedish literature and the philosophy of life in short stories by
Marguerite Yourcenar in French language studies. In many ways I can be seen as a prototypical academic person with humanistic
orientation; an avid reader.
In contrast, children, at large, can not be assumed to be avid
readers. But when children do read, what wisdom or pleasure do
they in fact experience from literature? I myself do not remember specifically what I achieved from reading as a child, apart from a general positive feeling that made me want to read more, and
more; I got “hooked” on books.
In fact, we do not know a great deal about what children and young readers themselves think and feel about literature. The
focus of the present dissertation is children’s talk about literature
in a school set reading project, as a way of exploring childr en’s
reader responses. Readers’ thoughts and feelings about books can
15
1
INTRODUCTION
This was Jo’s favorite refuge; and here she loved to retire with half a dozen russets and a nice book
(Alcott, 1868/1994, p. 32)
Since childhood, I have spent long hours lying stretched out on my bed reading. In literature, I seek pleasure, entertainment, or com- fort and enlightenment concerning the complexities of life. During my undergraduate major studies in Arts and Humanities, I focused on existential issues in literature, as male/female love poetry in Swedish literature and the philosophy of life in short stories by Marguerite Yourcenar in French language studies. In many ways I can be seen as a prototypical academic person with humanistic orientation; an avid reader.
In contrast, children, at large, can not be assumed to be avid readers. But when children do read, what wisdom or pleasure do they in fact experience from literature? I myself do not remember specifically what I achieved from reading as a child, apart from a general positive feeling that made me want to read more, and more; I got “hooked” on books.
In fact, we do not know a great deal about what children and
young readers themselves think and feel about literature. The
focus of the present dissertation is children’s talk about literature
in a school set reading project, as a way of exploring children’s
reader responses. Readers’ thoughts and feelings about books can
be seen as responses to literature. One way of studying reader responses is therefore to ask people what they think about a book.
But I wanted to know about children’s and young people’s respon- ses as they are expressed in everyday life.
As the title suggests, the starting point of the present study is the intersection between life and fiction. Literature treats life, and life can be enriched by literature, that is, fiction. Moreover, literature functions as an entry into existential issues, such as love, death and separation. In the current curriculum for Swedish compulsory schools, it is stated that “[l]iterature, films and the theatre help people to understand themselves and the world, and contribute to the development of identity” (Skolverket [National Agency for Education],
2001, p.
85). This leads us to the notion of intertextual- ity, which will be explored in the present thesis. A broad definition of intertextuality has been adopted, linking meaning making through texts to life experiences and vice versa.
At the time of the data collection, the cultural debate in Sweden was marked by a concern about the decreasing figures for the amount of reading done by children (cf.
SOU 1997:
141,
1997; Statens kulturråd [The Swedish National Council for Cultural Affairs],
1996). Book reading among
9- to
14-year-olds decreased from
13percent of total media use on an “average” day in
1995to
11percent in
1998(
NORDICOM,
1996,
1999). When book-reading statistics are compared to those for use of other media, it can be seen that, for example, computer use and video watching have increased.
Parallel to this concerned debate runs developmental work integrating arts in all sectors of society. For children this means integrating arts into school, since school is, in fact, the largest cultural institution for children (Hansson, Sommansson, &
Kulturdepartementet [Ministry of Culture],
1998). It is therefore interesting to know how this dominant institution presents litera- ture to children.
be seen as responses to literature. One way of studying reader
responses is therefore to ask people what they think about a book.
But I wanted to know about children’ s and young people’s r
espon-
ses as they are expressed in everyday life. As the title suggests, the starting point of the present study is the
intersection between life and fiction. Literature treats life, and life
can be enriched by literature, that is, fiction. Moreover, literature functions as an entry into existential issues, such as love, death and
separation. In the current curriculum for Swedish compulsory schools, it is stated that “[l]iterature, films and the theatre help people to understand themselves and the world, and contribute to the development of identity” (Skolverket [National Agency for
Education], , p.
2001). This leads us to the notion of intertextual-
85ity, which will be explored in the present thesis. A broad definition of intertextuality has been adopted, linking meaning making
through texts to life experiences and vice versa. At the time of the data collection, the cultural debate in Sweden
was marked by a concern about the decreasing figures for the
amount of reading done by children (cf.
SOU:
1997,
141;
1997Statens kulturråd [The Swedish National Council for Cultural
Affairs], ). Book reading among
1996- to
9-year-olds decreased
14from percent of total media use on an “average” day in
13to
1995percent in
11(
1998NORDICOM
, ,
1996). When book-reading
1999statistics are compared to those for use of other media, it can be seen that, for example, computer use and video watching have
increased. Parallel to this concerned debate runs developmental work
integrating arts in all sectors of society . For children this means
integrating arts into school, since school is, in fact, the largest cultural institution for children (Hansson, Sommansson, &
Kulturdepartementet [Ministry of Culture], ). It is therefore
1998interesting to know how this dominant institution presents litera-
ture to children.
Introduction 17
•Since , the Swedish school system has prescribed book
1994discussions within the subject of Swedish (Utbildningsdeparte-
mentet [Ministry of Education and Science], ). I therefore
1994decided to collect my data in a school context. The overall purpose of the present study is to examine authentic group discussions about books in school. If, as in the present thesis, one intends to study reader responses as expressed in conversations, a scientific
approach to talk is requir ed. To this end, the present thesis takes an
explorative approach, roughly corresponding to the empirical de-
parture in the branch of discourse analysis known as discursive psychology. The pr esent study therefore combines literary theory
about the reader (reader-response criticism) with discursive psychology in order to understand how teachers organise book
discussions and how pupils talk about books in an authentic
setting, where literature plays a role.
Overview of the thesis
In Chapter , I present research and theories that constitute the
2background for this thesis, that is, particularly , discursive psycho-
logy and reader-r esponse criticism. The data collection will be
presented along with methodological considerations, in Chapter .
3Chapters to
4consist of four empirical studies. Chapter
7pre-
4sents the books that the children discussed, drawing on a narra- tological analysis. It thus provides a reading of the books based on
literary theory. The remaining three studies ar e based on discursive
analysis of children’
s booktalk as it took place in an informal
school setting. First, Chapter examines the role of the teacher in
5organising the discussions. Chapter examines the notion of
6gender and the diverse ways that the pupils and teachers oriented
towards gender in the book club discussions. Chapter treats the
7different ways in which both pupils and teachers related the texts to real life experiences; so called text-to-life references. The ana-
Introduction
•17 Since
1994, the Swedish school system has prescribed book discussions within the subject of Swedish (Utbildningsdeparte- mentet [Ministry of Education and Science],
1994). I therefore decided to collect my data in a school context. The overall purpose of the present study is to examine authentic group discussions about books in school. If, as in the present thesis, one intends to study reader responses as expressed in conversations, a scientific approach to talk is required. To this end, the present thesis takes an explorative approach, roughly corresponding to the empirical de- parture in the branch of discourse analysis known as discursive psychology. The present study therefore combines literary theory about the reader (reader-response criticism) with discursive psychology in order to understand how teachers organise book discussions and how pupils talk about books in an authentic setting, where literature plays a role.
Overview of the thesis
In Chapter
2, I present research and theories that constitute the
background for this thesis, that is, particularly, discursive psycho-
logy and reader-response criticism. The data collection will be
presented along with methodological considerations, in Chapter
3.
Chapters
4to
7consist of four empirical studies. Chapter
4pre-
sents the books that the children discussed, drawing on a narra-
tological analysis. It thus provides a reading of the books based on
literary theory. The remaining three studies are based on discursive
analysis of children’s booktalk as it took place in an informal
school setting. First, Chapter
5examines the role of the teacher in
organising the discussions. Chapter
6examines the notion of
gender and the diverse ways that the pupils and teachers oriented
towards gender in the book club discussions. Chapter
7treats the
different ways in which both pupils and teachers related the texts
to real life experiences; so called text-to-life references. The ana-
lyses problematize the intersection between fiction and pupils’
everyday lives, as treated in book discussions.
The findings are finally summarised in a concluding chapter.
1Note
1. The references for the chapters that constitute articles submitted/accepted in academic journals, i.e., Chapters 5–7, are listed after each chapter, while all references are found in a complete list of references at the end of the thesis.
lyses problematize the intersection between fiction and pupils’
everyday lives, as treated in book discussions. The findings are finally summarised in a concluding chapter.
1
Note
. The references for the chapters that constitute articles submitted/accepted in 1 academic journals, i.e., Chapters
– 5 , are listed after each chapter 7 , while all references
are found in a complete list of references at the end of the thesis.
19
2
CH IL DR EN’S L ITER
ATU
RE SE PON ES R R EADE AND R
S
Social psychology, literary theor y, literar
y criticism and the objects of
that criticism are all involved with “sense-making”.
(Potter, W etherell, & Stringer ,
, p. 1984 ) 1
The present work is an interdisciplinary investigation, which com-
bines theory on children’s literature with discursive psychology , as
it analyses talk about books, and not only reader responses or the
books per se . The present study takes place in a school setting. Yet,
at large, it does not involve pedagogical theory. When educational
issues are analysed, it is from a literary or discursive perspective.
How is literature exploited in this particular pedagogical context?
Discursive psychology
Theoretically , the focus on booktalk, that is, on dialogues, is
congenial with a discursive turn in the social science and humani-
ties (Billig et al.
1988
,
; Edwards,
; Edwards & Potter,
1997;
1992Potter,
1996b). Since Aidan Chambers ( /
1985;
2000/
1991;
1996/
1993) stresses the importance of talk in teaching children to
1999become readers, I have chosen to work with a methodology groun-
ded in discursive psychology (see also Chapter ).
3Thus, the motives to use discursive psychology as a theoretical departure for the present thesis are partly epistemological and
19
2
CHILDREN’S LITERATURE AND READER RESPONSES
Social psychology, literary theory, literary criticism and the objects of that criticism are all involved with “sense-making”.
(Potter, Wetherell, & Stringer, 1984, p. 1)
The present work is an interdisciplinary investigation, which com- bines theory on children’s literature with discursive psychology, as it analyses talk about books, and not only reader responses or the books per se. The present study takes place in a school setting. Yet, at large, it does not involve pedagogical theory. When educational issues are analysed, it is from a literary or discursive perspective.
How is literature exploited in this particular pedagogical context?
Discursive psychology
Theoretically, the focus on booktalk, that is, on dialogues, is congenial with a discursive turn in the social science and humani- ties (Billig et al.,
1988; Edwards,
1997; Edwards & Potter,
1992; Potter,
1996b). Since Aidan Chambers (
1985/
2000;
1991/
1996;
1993/
1999) stresses the importance of talk in teaching children to become readers, I have chosen to work with a methodology groun- ded in discursive psychology (see also Chapter
3).
Thus, the motives to use discursive psychology as a theoretical
departure for the present thesis are partly epistemological and
partly methodological. According to discursive psychology, phenomena are only given meaning through discourse (cf.
Edwards,
1997; Edwards & Potter,
1992; Potter,
1996b; Potter &
Wetherell,
1987). Typically, discursive psychologists avoid ontolo- gical statements and formulate research questions from a social constructionist perspective (Potter,
1996b, p.
98). An epistemologi- cal base of discursive psychology and the present thesis is social constructionism as it was originally formulated by Peter Berger and Thomas Luckmann (
1966/
1991), meaning, very briefly, that all social phenomena are created in and through social interaction.
The methodological motive concerns the definition of dis- course as “talk and texts as parts of social practices” (Potter,
1996b, p.
105) – e.g. transcriptions of talk – which has proved useful for the study. Discursive psychology deals with everyday conversation, but also with, for instance, written news reports and scientific papers. Yet, the present definition of discourse is nar- rower than macro oriented approaches within the social sciences (e.g., Foucauldian models).
In line with his definition of discourse, Potter deliberately does not differentiate between talk and text. Accordingly, in the present work the data consist of children’s literature – i.e. texts – as well as written transcriptions of talk in interaction, which can be analysed in the same way as texts since they form a web of arguments and views in the same way as any “ordinary” text.
Research questions for which discursive psychology can be used with advantage, are, for instance, those having a dual focus on practices and on the resources that are drawn upon in the same practices (Potter,
1997). Such a resource perspective is congenial with the aim of the present thesis.
Theory on children’s literature
The present thesis takes place in a didactic setting, but since it does not have a didactic aim, pedagogical theory will not be discussed
partly methodological. According to discursive psychology, phenomena are only given meaning through discourse (cf.
Edwards,
; Edwards & Potter,
1997; Potter,
1992b; Potter &
1996Wetherell, ). Typically
1987, discursive psychologists avoid ontolo- gical statements and formulate research questions from a social
constructionist perspective (Potter, b, p.
1996). An epistemologi-
98cal base of discursive psychology and the present thesis is social
constructionism as it was originally formulated by Peter Berger
and Thomas Luckmann ( /
1966), meaning, very briefly, that a
1991ll social phenomena are created in and through social interaction. The methodological motive concerns the definition of dis-
course as “talk and texts as parts of social practices” (Potter,
b, p.
1996) – e.g. transcriptions of talk – which has proved
105useful for the study. Discursive psychology deals with everyday conversation, but also with, for instance, written news reports and
scientific papers. Yet, the pr esent definition of discourse is nar-
rower than macro oriented approaches within the social sciences
(e.g., Foucauldian models). In line with his definition of discourse, Potter deliberately does
not differentiate between talk and text. Accordingly , in the present
work the data consist of children’s literature – i.e. texts – as well as written transcriptions of talk in interaction, which can be analysed
in the same way as texts since they form a web of arguments and
views in the same way as any “ordinary” text. Research questions for which discursive psychology can be
used with advantage, are, for instance, those having a dual focus on practices and on the resources that are drawn upon in the same
practices (Potter, ). Such a resource perspective is congenial
1997with the aim of the present thesis.
Theory on c hildren’s literature
The present thesis takes place in a didactic setting, but since it does
not have a didactic aim, pedagogical theory will not be discussed
Children’s literature and reader responses 21
•here. However , some literary pedagogical works involve issues
that are of interest for the present study, and will therefore be
presented.
Relation to adult literature
Perry Nodelman ( ) argues that the essential difference be-
1985tween literature for adults and for children is that there is an
apparent sameness in works of children’s literature. According to
Nodelman, this sameness involves conservatism, and a group of oppositional themes (e.g., freedom and constriction, home and
exile, escape and acceptance). Nodelman’s intention is not primar -
ily to criticise children’s literature. He claims that such sameness
requires a new approach to interpretation, since traditional inter -
pretation places a high value on uniqueness.
According to Zohar Shavit ( ), there is a discrepancy be-
1986tween child and adult readers, for example in the expectations concerning the texts and in the reading habits. Shavit calls texts
that can be read by both children and adults, ambivalent texts.
Ambivalent texts are “texts that synchronically (yet dynamically, not statically) maintain an ambivalent status in the literary
polysystem” (Shavit, , p.
1986). Such texts belong simultaneous-
66ly to more than one literary system and are therefore read in
different ways by at least two different reader groups (in this case,
children and adults) (Shavit, , p.
1986). In line with this reason-
66ing, Shavit argues that ambivalent texts have two implicated
readers: a pseudo-addressee and a real addressee. The author’s primary intention is not that the child, who is only the official addressee, should understand everything in the text. The child is more an excuse for the text than its primary addressee (Shavit,
, p.
1986). Shavit (
71, p.
1986) indicates that there is a lack of
70information about how children read literature and how their
reading differs from that of adults.
Children’s literature and reader responses
•21 here. However, some literary pedagogical works involve issues that are of interest for the present study, and will therefore be presented.
Relation to adult literature
Perry Nodelman (
1985) argues that the essential difference be- tween literature for adults and for children is that there is an apparent sameness in works of children’s literature. According to Nodelman, this sameness involves conservatism, and a group of oppositional themes (e.g., freedom and constriction, home and exile, escape and acceptance). Nodelman’s intention is not primar- ily to criticise children’s literature. He claims that such sameness requires a new approach to interpretation, since traditional inter- pretation places a high value on uniqueness.
According to Zohar Shavit (
1986), there is a discrepancy be- tween child and adult readers, for example in the expectations concerning the texts and in the reading habits. Shavit calls texts that can be read by both children and adults, ambivalent texts.
Ambivalent texts are “texts that synchronically (yet dynamically,
not statically) maintain an ambivalent status in the literary
polysystem” (Shavit,
1986, p.
66). Such texts belong simultaneous-
ly to more than one literary system and are therefore read in
different ways by at least two different reader groups (in this case,
children and adults) (Shavit,
1986, p.
66). In line with this reason-
ing, Shavit argues that ambivalent texts have two implicated
readers: a pseudo-addressee and a real addressee. The author’s
primary intention is not that the child, who is only the official
addressee, should understand everything in the text. The child is
more an excuse for the text than its primary addressee (Shavit,
1986, p.
71). Shavit (
1986, p.
70) indicates that there is a lack of
information about how children read literature and how their
reading differs from that of adults.
Children’s literature in the popular circuit
Pierre Bourdieu’s (
1998) reasoning on cultural fields and cultural capital can be applied to the study of children’s literature (cf.
Boëthius,
1996, pp.
16–
17). Where on the literary field is children’s literature placed? What cultural or symbolic capital is acquired from working with literature for children? According to Bourdieu (
1979;
1998), the largest amount of symbolic capital is available in autonomic fields in which experts evaluate other experts. The field of children’s literature is not autonomous. Outsiders, for example pedagogues and parents, constantly judge books for children;
critique, as well as criticism, of children’s literature is not under- taken by children, but by adults for them.
Drawing on the field of sociology of literature, it is possible to examine the significance of the placement of children’s literature on specific bookshelves in stores and libraries (Boëthius,
1996, p.
12
